Abstract
This paper explored the teaching experiences of physics teachers in integrating computer simulations in their pedagogy to promote a constructivist learning environment. Its objectives are to determine how physics teachers describe computer simulations based on how they are used, how these are embedded in the teaching-learning process, their impact on the teaching-learning process, and the challenges of integrating these into physics teaching. Using the phenomenological design, two themes emerged for the first objectives, which are process-based and system-based. First, the teacher-manipulated with sub-themes of engaging, demonstrating, elaborating, and evaluating, and student-manipulated emerged on how the simulations are used. Second, the impact to teaching generated knowledge-based, skill-based, and value-based learning-based primarily on the three learning domains. Also, respondents emphasized that the integrations of computer simulations are convenience, efficacy, and heterogeneity. Finally, the challenges in the integration process are classified as teacher and school-related. The results showed that teachers are integrating computer simulations differently depending on their resources and the TPACK knowledge.
Highlights
Physics is considered one of the complex subjects in primary and higher education because it relies profoundly on quantitative skills and relationships between concepts
This paper explored the teaching experiences of physics teachers in integrating computer simulations in their pedagogy to promote a constructivist learning environment
The Function of Computer Simulations in Teaching Physics Based on the findings, two themes have emerged on how Physics teachers describe the role or function of computer simulations
Summary
Physics is considered one of the complex subjects in primary and higher education because it relies profoundly on quantitative skills and relationships between concepts. Teachers feel that students consider physics abstract and complex to understand (Oon & Subramaniam, 2011) This apparent decline in students’ interest in physics or science, in general, is reflected in the performance of Filipino students in national and international assessments. Grade 10 and 12 students performed poorly in science and mathematics in the 2018 National Achievement Test (NAT), as indicated by the low mean percentage scores across the different dimensions of 21st-century skills (DepEd, 2019). Based on these existing data, it can be stated
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